* INFANT/TODDLER CURRICULUM *
The infant and toddler curriculum is designed to meet the unique and individual needs of the infants and toddlers we serve. Quality infant/toddler care is not babysitting and it is not preschool. It is care that looks like no other. The components of a quality infant/toddler curriculum are based on:
- Close, caring relationships with a primary caregiver
- Predictable routines and environments
- Home/School connections
- Hands-on exploration and play in a safe, opportunity filled environment
For infants and toddlers, these four components that make up their curriculum occur through close caring relationships with a primary caregiver. A primary caregiver is the person who helps your child with daily caregiving tasks such as eating, sleeping, and toileting. It is through these relationships that children learn to create attachments. These attachments between primary caregiver and child, not only create safe and nurturing environments for a child to explore in, they also foster connections between home and school while helping to maintain the child’s home culture. The caregivers team with other caregivers and parents to provide consistent routines that are individualized for each child. Infants and toddlers learn about their world through their senses, so caregivers plan environments and activities that encourage children to touch, taste, smell, listen, and interact in any way that meets that child’s need.
Play is young children’s work; it is how they learn and is the basis of our infant/toddler curriculum.
* PRE-SCHOOL CURRICULUM *
The preschool curriculum is designed to prepare young children for successful learning experiences in kindergarten and beyond. Through the use of Developmentally Appropriate Practice, we adapt our curriculum to the individual child’s needs in the five core areas of child development: Cognitive, Physical, Social/Emotional, Creative Expression and Language.
By focusing daily observations of children, teachers are able to plan a curriculum in which they can facilitate growth in all areas of development while becoming active participants in the children’s daily activities in both the indoor and outdoor environments. These observations also serve to assist teachers and other staff in learning about each child’s individualized needs and interests. This information is passed on to the parents through informal daily contact as well as formal parent conferences. This will promote a strong connection between the home and school environments while helping to maintain the child’s home culture.
A significant part of each child’s activities consists of participating in daily routines, such as setting of tables and cleaning of activity areas. This assists the child in developing critical self-help skills that cultivate a sense of responsibility to the community as well as to their families and selves. Along with participating in daily routines, children are offered a variety of child initiated and teacher directed activities throughout the day. This play allows children to explore their environment with their peers and teachers. Through the use of facilitated play, children learn and grow in all areas of development while preparing to be life-long learners.
* SCHOOL-AGE CURRICULUM *
The school-age curriculum is designed to provide a place where children have significant contacts with positive role models to learn peaceful living skills and facilitate positive youth development. School–age children in child care need the opportunity to live and learn in a relaxed, “un-school like” setting. EDS recognizes the growing physical, intellectual, and social competence of school-age children. Eager to explore the social world and discover how the adult world works, 6 to 12 year-olds thrive on challenges, friendships, clubs, and responsibility. They want to make things, build things, act out new dramatic possibilities, explore computers and books, construct imaginary worlds with dolls or Legos and most important, not to be treated like “little kids.” They want to discover who they are and pursue their interests.
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Sunday |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
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1 |
2 |
3 |
4 |
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Program Advisory Council 5:30pm-6:00pm Agency Parent Meeting 6:00pm-7:00pm |
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5 |
6 |
7 |
8 |
9 |
10 |
11 |
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PCITD Story Time P.J Day |
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12 |
13 |
14 |
15 |
16 |
17 |
18 |
Week of the Young Child |
WOTYC Kick-Off Parade |
PJ Day |
Water Day EDS Closed at 2:30pm |
Crazy Hat Day |
EDS Art Auction 6pm-8pm Release Ballons |
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19 |
20 |
21 |
22 |
23 |
24 |
25 |
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PCITD End of Year Pot Luck 5:00pm-6:30pm |
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26 |
27 |
28 |
29 |
30 |
31 |
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Sunday |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
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1 |
2 |
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Closed- Labor Day |
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3 |
4 |
5 |
6 |
7 |
8 |
9 |
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Program Advisory Council 5:30pm-6:00pm Agency Parent Meeting 6:00pm-7:00pm |
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ACDC Mother's Day Tea 3:30pm-4:30pm |
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10 |
11 |
12 |
13 |
14 |
15 |
16 |
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17 |
18 |
19 |
20 |
21 |
22 |
23 |
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EDS Closed at 2:30pm |
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PCIT Back to School Night 4:00pm-6:00pm |
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30 |
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CLOSED |
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